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Differentiating  through  Learning Styles (V)
<ul><li>A Learning Style is a lens that we as educators can use to help differentiate instruction to appeal to, engage and...
<ul><li>People learn in different ways. Some learn best by  seeing , others by  hearing , and still others by  touching  a...
What’s your Learning Style? <ul><li>(T & V) </li></ul>
AVKT In most cases learners will have a dominant style. Tactile Kinesthetic Visual Auditory
Planning for Learning Styles Plan  and document how you incorporate the four different learning styles into your lesson an...
Year 2 Maths  Place Value –ordering numbers to 1000 V A TK Whole: Conclusion & Reflection Sharing of strategies for orderi...
<ul><li>Year 9 Education Support </li></ul><ul><li>Animal Rights </li></ul>V A TK Whole: Conclusion & Reflection What was ...
Your Turn! <ul><li>Think of a lesson that you will be  planning shortly. </li></ul><ul><li>Use the outline provided and th...
Auditory learners often: <ul><li>enjoy oral discussion  </li></ul><ul><li>remember by talking out loud  </li></ul><ul><li>...
Visual learners often: <ul><li>remember visual details  </li></ul><ul><li>prefer to see what they are learning  </li></ul>...
Kinesthetic-tactile learners often: <ul><li>prefer activities  </li></ul><ul><li>want to actually do whatever is being tal...
IN DIFFERENTIATED CLASSROOMS, TEACHERS... <ul><li>begin where students are, not at the front of the curriculum guide. </li...
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Differentiating

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Transcript of "Differentiating"

  1. 1. Differentiating through Learning Styles (V)
  2. 2. <ul><li>A Learning Style is a lens that we as educators can use to help differentiate instruction to appeal to, engage and facilitate learning for different types of students who have different needs. </li></ul><ul><li>(A & V) </li></ul>
  3. 3. <ul><li>People learn in different ways. Some learn best by seeing , others by hearing , and still others by touching and doing . Knowing our preferred learning style helps us learn and remember new things. </li></ul>
  4. 4. What’s your Learning Style? <ul><li>(T & V) </li></ul>
  5. 5. AVKT In most cases learners will have a dominant style. Tactile Kinesthetic Visual Auditory
  6. 6. Planning for Learning Styles Plan and document how you incorporate the four different learning styles into your lesson and articulate this to the girls. Senior School (45 min) Whole Class: 6 min Part: 30 min Conclusion: 6 min Junior School (50min) Whole Class: 10 min Part: 30 min Conclusion: 10 min
  7. 7. Year 2 Maths Place Value –ordering numbers to 1000 V A TK Whole: Conclusion & Reflection Sharing of strategies for ordering car rego numbers. VA TK Part: Collect 10 rego numbers from the car park- girls order numbers and represent number using MAB Each girls to select 3 cards from a pack and make up as many combinations as they can. VAT K Tuning In-Whole Visualisation activity using the 100 chart and a jigsaw cut out, make a list of all the numbers possible.
  8. 8. <ul><li>Year 9 Education Support </li></ul><ul><li>Animal Rights </li></ul>V A TK Whole: Conclusion & Reflection What was most interesting in the lesson today? VAT K Part: Forced Writing: 5 minutes to write a personal statement regarding animal rights. Each girls to share their statement and others in the group to use the thinking phrase.. Do you mean …to clarify understandings. VA T K Tuning In-Whole: 15 minutes Power Point Agree/Disagree activity, girls line up according to what they believe for each statement.
  9. 9. Your Turn! <ul><li>Think of a lesson that you will be planning shortly. </li></ul><ul><li>Use the outline provided and the learning styles prompt sheet to plan a lesson incorporating learning styles. </li></ul>
  10. 10. Auditory learners often: <ul><li>enjoy oral discussion </li></ul><ul><li>remember by talking out loud </li></ul><ul><li>need to have things explained orally </li></ul><ul><li>have trouble with written instructions </li></ul><ul><li>talk to themselves while learning something new </li></ul><ul><li>repeat a telephone number in order to remember it </li></ul>
  11. 11. Visual learners often: <ul><li>remember visual details </li></ul><ul><li>prefer to see what they are learning </li></ul><ul><li>like to have paper and pens handy </li></ul><ul><li>doodle while listening </li></ul><ul><li>have trouble following lectures </li></ul><ul><li>like to write down instructions or telephone numbers </li></ul>
  12. 12. Kinesthetic-tactile learners often: <ul><li>prefer activities </li></ul><ul><li>want to actually do whatever is being talked about or learned </li></ul><ul><li>like to move around while listening or talking </li></ul><ul><li>often &quot;talk&quot; with their hands </li></ul><ul><li>like to touch things in order to learn about them </li></ul><ul><li>remember things by recalling who did what rather than who said what </li></ul>
  13. 13. IN DIFFERENTIATED CLASSROOMS, TEACHERS... <ul><li>begin where students are, not at the front of the curriculum guide. </li></ul><ul><li>build upon the premise that learners differ in important ways. </li></ul><ul><li>engage students through different learning modalities, by appealing to different interests, and by using varying rates of instruction and degrees of complexity. </li></ul><ul><li>ensures that students focus more on individual growth than on competition with other students. </li></ul><ul><li>recognize that each student’s roadmap to learning differs from that of others. </li></ul><ul><li>believe that students should be held to high standards. </li></ul>

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